Developing an Online Pre-service Student Teaching System Using ADDIE Approach in a Middle Eastern University

2017 ◽  
Vol 7 (2) ◽  
pp. 96 ◽  
Author(s):  
Ali H. Al-Bulushi ◽  
Sameh Said Ismail
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Middle Eastern ◽  
Group Discussion ◽  
Current Data ◽  
Teacher Preparation Program ◽  
Design Development ◽  
Teaching System ◽  
The Status ◽  
Field Notes

In this study, an analysis was conducted in order to seek an improvement of a current working student teaching system in a Middle Eastern country university using the instructional design approach ADDIE (Analysis, Design, Development, Implementation and Evaluation) to indicate the need for an online-based system to manage the teacher preparation program in student teaching. The study sample involved twenty-five individuals from college supervisors, cooperating teachers and student teachers who took part in student teaching programs during Fall 2015. Focused group discussion, field notes, document analysis were the main tools used to analyze the status-qua of the system for the need to construct a new instruction. Results revealed several themes in the system based on three phases from the analysis phase of ADDIE approach. Future implications include utilization of current data to complete the next phases of the construction of an effective online system of managing student teaching.

LEARNING INCLUSIVELY IN HIGHER EDUCATION: A PROBLEM-BASED APPROACH

2016 ◽  
pp. 105-121
Author(s):  
Sunanta Klibthong ◽  
Joseph Agbenyega
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Problem Based Learning ◽  
Teacher Preparation Program ◽  
Chat Rooms ◽  
Reflective Journal ◽  
Group Activities ◽  
Inclusive Learning ◽  
Teachers Experiences ◽  
The Status

This paper gives an account of a teacher preparation program in which a problem based learning approach was used to enact inclusive learning among student teachers. Taking a postmodernist perspective, the student teachers' experiences of participation in group activities on a problem-based scenario in an Australian university was documented through chat-rooms, online postings and reflective journal writings. Knowledge about peer interaction and communities of learning relationship, reflective practice and opportunity to manage difference and question the status quo are areas that were highlighted by the students. We concluded that problem-based learning is transformative and that whatever teacher educators expect their student teachers to do in their teaching contexts when they graduate, they need to give them the opportunity to practise these in their learning during training.

Using Mobile Technologies to Co-Construct TPACK in Teacher Education

2015 ◽  
pp. 195-219 ◽  
Author(s):  
Cornelis de Groot ◽  
Jay Fogleman ◽  
Diane Kern
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Knowledge ◽  
Learning Environments ◽  
Student Teaching ◽  
Mobile Technology ◽  
Teacher Educators ◽  
Mobile Technologies ◽  
Teaching Experiences ◽  
Field Notes

How student teachers might benefit from using their mobile technologies during teaching experiences is a timely question for teacher educators. This chapter describes efforts to use the TPACK framework (Mishra & Koehler, 2006) to investigate how students use iPad computers during their student teaching and design appropriate supports. A design-based approach (Sandoval & Bell, 2004) was used over two years with two cohorts of student teachers (N=60). Descriptions of the use of the TPACK framework in this endeavor and findings from surveys and field notes about how and to what degree mobile technology can facilitate activities and interactions in planning, teaching, reflecting, and sharing are included. The case is made for co-learning and co-constructing by student teachers and teacher educators of the various TPACK domains of teacher knowledge in the context of mobile technology. Implications for developing supportive learning environments for 21st century student teachers are also discussed.

Development or Training

2019 ◽  
pp. 305-319
Author(s):  
Esim Gursoy ◽  
Elif Eken
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Clinical Supervision ◽  
Teacher Candidates ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Teachers Perceptions ◽  
Teaching Philosophies ◽  
Field Notes ◽  
Cooperative Models

As a testing ground for theory and practice transition, teaching practice is a key element of teacher training process. One way to ensure that teacher candidates are acquiring and practicing critical teaching skills is to provide feedback through reflective practice during the student teaching. However, it should be beyond the helpful prescriptions in order for student teachers to develop their own teaching philosophies. For this reason, this study focuses on the growing trend toward cooperative models of student teaching supervision: the clinical supervision model (CSM). The study reports on the student teachers' perceptions on professional development with regard to the feedback they receive (direct or indirect). Twelve ELT student teachers contributed to the study and the data was collected via an open-ended and a closed-ended questionnaire, researchers' field-notes and video-taped reflection sessions. The data analysis revealed that although having varying degrees of abstraction, most of the student teachers had positive perceptions regarding indirect feedback during CSM.

Using Mobile Technologies to Co-Construct TPACK in Teacher Education

2018 ◽  
pp. 889-913 ◽  
Author(s):  
Cornelis de Groot ◽  
Jay Fogleman ◽  
Diane Kern
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Knowledge ◽  
Learning Environments ◽  
Student Teaching ◽  
Mobile Technology ◽  
Teacher Educators ◽  
Mobile Technologies ◽  
Teaching Experiences ◽  
Field Notes

How student teachers might benefit from using their mobile technologies during teaching experiences is a timely question for teacher educators. This chapter describes efforts to use the TPACK framework (Mishra & Koehler, 2006) to investigate how students use iPad computers during their student teaching and design appropriate supports. A design-based approach (Sandoval & Bell, 2004) was used over two years with two cohorts of student teachers (N=60). Descriptions of the use of the TPACK framework in this endeavor and findings from surveys and field notes about how and to what degree mobile technology can facilitate activities and interactions in planning, teaching, reflecting, and sharing are included. The case is made for co-learning and co-constructing by student teachers and teacher educators of the various TPACK domains of teacher knowledge in the context of mobile technology. Implications for developing supportive learning environments for 21st century student teachers are also discussed.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

Sounding Heavy Precipitating Vertical Cloud Structures with Polarimetric Radio Occultations aboard PAZ

2021 ◽  
Author(s):  
Ramon Padullés ◽  
Estel Cardellach ◽  
F. Joseph Turk ◽  
Chi O. Ao ◽  
Kuo Nung Wang ◽  
...  
Keyword(s):  
Radio Occultation ◽  
Deep Convection ◽  
Heavy Precipitation ◽  
Current Data ◽  
Data Availability ◽  
The Status ◽  
Potential Applications ◽  
Initial Hypothesis ◽  
Forecast Models ◽  
Electromagnetic Signals

<p><span>The Radio Occultation and Heavy Precipitation (ROHP) experiment aboard the Spanish PAZ satellite was activated in May 2018 with the objective to </span><span>demonstrate</span><span> the Polarimetric Radio Occultation (PRO) concept for rain detection. This technique enhances standard RO by </span><span>measuring</span><span> GNSS signals at two orthogonal linear polarizations (H and V). Owing to hydrometeor asymmetry, electromagnetic signals propagating through regions of heavy precipitation would experience a differential phase delay expected to be measurable by the ROHP experiment. </span></p><p><span>After 2+ years of operations, the initial hypothesis has been </span><span>verified</span><span> and the main scientific goals have been achieved. Soon after the activation of the experiment it became clear that PRO observables were sensitive to heavy precipitation, showing positive signatures correlated with the presence and intensity of precipitation. After a thorough on-orbit calibration, it has been demonstrated that </span><span>the </span><span>PAZ </span><span>polarimetric </span><span>observable can be used as a proxy for heavy precipitation. Furthermore, PRO </span><span>measurements were</span><span> shown </span><span>to be</span><span> sensitive to the horizontally oriented frozen hydrometeors present throughout the vertical cloud extent, providing </span><span>valuable </span><span>information on the vertical structure of precipitating clouds. </span></p><p><span>In addition, PRO can retrieve standard thermodynamic RO products such as temperature, pressure, and water vapor. These products, provided with high vertical resolution, globally distributed and seamlessly over ocean and over land, make PRO observations a unique dataset, with potential applications ranging from the study of deep convection processes to the evaluation and diagnosis of NWP forecast models. </span></p><p><span>In this presentation we will report on the status of the experiment and current data availability. We will also show the results of the sensitivity studies to heavy precipitation and frozen particles, performed using collocated observations between PAZ and GPM-DPR, GPM-GMI, and other radiometers from the GPM constellation, as well as a-priory information from the Cloudsat radar. Finally, we will address potential level-2 products we can expect from PAZ observations.</span></p>

Changes in the Images of Teaching, Teachers, and Children Expressed by Student Teachers before and after Student Teaching

2010 ◽  
Vol 106 (3) ◽  
pp. 769-784
Author(s):  
Tomotaka Mishima ◽  
Akihiro Horimoto ◽  
Toshiaki Mori
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Student Teaching ◽  
Grade Level ◽  
Education Majors ◽  
Education Faculty ◽  
Before And After ◽  
Realistic Images

The purpose of this study was to investigate how education majors' images of teaching, teachers, and children change before and after student teaching, with special attention to the grade level (Grades 1–2, 3–4, 5–6) taught by the student teachers at primary school in Japan. A total of 126 student teachers from an education faculty (49 men, 77 women) participated in this study using metaphorquestionnaires before and after student teaching. For images of teaching, responses to the factors Dull Event and Live Event changed, suggesting that students started to develop more positive, active, and clear images of teaching. For images of teachers, responses on the factor Performer changed, suggesting that students started to develop more active images of teachers. For images of children, responses on the factors Critic and Pure-minded Person changed, suggesting that student teachers started to develop more realistic images of children. However, grade level taught had no significant effect.

scholarly journals KOMPETENSI PERAWAT DALAM MERAWAT PASIEN GANGGUAN JIWA

Jurnal NERS ◽  
2016 ◽  
Vol 11 (2) ◽  
pp. 230
Author(s):  
Ah Yusuf
Keyword(s):  
Mental Disorders ◽  
Mental Hospital ◽  
Group Discussion ◽  
Nursing Documentation ◽  
Descriptive Phenomenology ◽  
Good Ability ◽  
Standard Procedures ◽  
Qualitative Descriptive ◽  
Field Notes ◽  
The Relationship

Competences of the nurse can be a good ability when supported with a positive perception of nurses about the competence itself. This study describe the nurse competencies in taking care patients with mental disorders and barriers in the implementation of these competencies.This study design used qualitative descriptive phenomenology. Population was nurse who worked at the Mental Hospital. Participants were 17 nurses from two  Mental Hospital in East Java which obtained by purposive sampling. Data was collected by indepth interview and focus group discussion (FGD). Equipment tools used media player, FGD guidelines and field notes. The data were analyzed by thematically analysis based Colaizzi .            The results produce eight themes. The nurse's perception of competence in caring for patients with mental disorders are implementing nursing care, Standard Procedures Operational (SPO) and nursing modality therapy. While nurses encounter obstacles when applying competence in the implementation of nursing documentation, limited facilities, the lack of effectiveness management system, limited human resource and the condition of the patient. The findings of this study can be used by nurses as a material to develop documentation formats more effectively and hospital management are expected to pay more attention to aspects of the guidance and supervision of the implementation of competence. Research suggested based on the findings is to analyze the relationship between supervision and nurse’s performance and satisfaction Keyword: Nurse, Competencies, Mental Disorder

scholarly journals Design of College English Halving Classroom Teaching System Based on Big Data

2021 ◽  
Vol 2066 (1) ◽  
pp. 012082
Author(s):  
Guilan Chen
Keyword(s):  
Big Data ◽  
Classroom Teaching ◽  
Test Results ◽  
Dynamic Configuration ◽  
Teaching Resources ◽  
Teaching System ◽  
College English ◽  
Training Models ◽  
The Status ◽  
Talent Education

Abstract With the development of big data and the continuous advancement of education informatization, the single lecture-based classroom teaching model no longer meets the development requirements of the society for the development of talent education and training. Under the environment of big data technology, how to innovate teaching models and talent training models becomes the focus of the current classroom teaching reform. This article aims to study the design of the college English bisection classroom teaching system based on big data. On the basis of introducing the bisection classroom, the basic theory of teaching system design and the design principles of the bisection classroom teaching system, the theoretical analysis and top-level design of the system login module and the teaching system that adaptively integrates teaching resources according to the status of college students are carried out. Finally, an experimental test of the college English split-class teaching system based on big data has been carried out. The test results show that the system can realize the core of system management, teaching resource release and dynamic configuration.

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